WRITING A LITERATURE REVIEW

Learning Commons Fastfacts Series 2004

Definition
A literature review is both a summary and explanation of
the complete and current state of knowledge on a limited
topic as found in academic books and journal articles.
Tere are two kinds of literature reviews you might write
at university: one that students are asked to write as a
stand-alone assignment in a course, often as part of their
training in the research processes in their eld, and the
other that is written as part of an introduction to, or
preparation for, a longer work, usually a thesis or research
report. Te focus and perspective of your review and the
kind of hypothesis or thesis argument you make will be
determined by what kind of review you are writing. One
way to understand the dierences between these two types
is to read published literature reviews or the rst chapters
of theses and dissertations in your own subject area. Ana-
lyse the structure of their arguments and note the way they
address the issues.
Purpose of the Literature Review
It gives readers easy access to research on a particular
topic by selecting high quality articles or studies that
are relevant, meaningful, important and valid and
summarizing them into one complete report.
It provides an excellent starting point for research-
ers beginning to do research in a new area by forcing
them to summarize, evaluate, and compare original
research in that specic area.

It ensures that researchers do not duplicate work that
has already been done.

It can provide clues as to where future research is
heading or recommend areas on which to focus.
It highlights key ndings.
It identies inconsistencies, gaps and contradictions in
the literature.
It provides a constructive analysis of the methodolo-
gies and approaches of other researchers.
Content of the Review
Introduction
Te introduction explains the focus and establishes the
importance of the subject. It discusses what kind of work
has been done on the topic and identies any controversies
within the eld or any recent research which has raised
questions about earlier assumptions. It may provide back-
ground or history. It concludes with a purpose or thesis
statement. In a stand-alone literature review, this statement
will sum up and evaluate the state of the art in this eld of
research; in a review that is an introduction or preparatory
to a thesis or research report, it will suggest how the review
ndings will lead to the research the writer proposes to
undertake.
Body
Often divided by headings/subheadings, the body sum-
marizes and evaluates the current state of knowledge in the
eld. It notes major themes or topics, the most important
trends, and any ndings about which researchers agree or
disagree. If the review is preliminary to your own thesis
or research project, its purpose is to make an argument
that will justify your proposed research. Terefore, it will
discuss only that research which leads directly to your own
project.
Conclusion
Te conclusion summarizes all the evidence presented and
shows its signicance. If the review is an introduction to
your own research, it highlights gaps and indicates how
previous research leads to your own research project and
chosen methodology. If the review is a stand-alone assign-
ment for a course, it should suggest any practical applica-
tions of the research as well as the implications and pos-
sibilities for future research.

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Nine Steps to Writing a Literature
Review
1. Find a working topic.
Look at your specic area of study. Tink about what
interests you, and what is fertile ground for study. Talk
to your professor, brainstorm, and read lecture notes and
recent issues of periodicals in the eld.
2. Review the literature.
Using keywords, search a computer database. It is best
to use at least two databases relevant to your discipline.
Remember that the reference lists of recent articles and
reviews can lead to valuable papers.
Make certain that you also include any studies con-
trary to your point of view.
3. Focus your topic narrowly and select
papers accordingly.
Consider the following:
What interests you?
What interests others?
What time span of research will you consider?
Choose an area of research that is due for a review.
4. Read the selected articles thoroughly
and evaluate them.
What assumptions do most/some researchers seem to
be making?
What methodologies do they use? - what testing pro-
cedures, subjects, material tested?
Evaluate and synthesize the research ndings and
conclusions drawn.
Note experts in the eld: names/labs that are frequently
referenced.
Note conicting theories, results, methodologies.
Watch for popularity of theories and how this has/has
not changed over time.
5. Organize the selected papers by looking
for patterns and by developing sub-
topics.
Note things such as:

Findings that are common/contested
Two or three important trends in the research
Te most inuential theories
6. Develop a working thesis.
Write a one- or two-sentence statement summarizing the
conclusion you have reached about the major trends and
developments you see in the research that has been done
on your subject.
7. Organize your own paper based on
the findings from steps 4 & 5.
Develop headings/subheadings. If your literature review is
extensive, nd a large table surface, and on it place post-it
notes or ling cards to organize all your ndings into cat-
egories. Move them around if you decide that (a) they t
better under dierent headings, or (b) you need to estab-
lish new topic headings.
8. Write the body of the paper
Follow the plan you have developed above, making cer-
tain that each section links logically to the one before and
after, and that you have divided your sections by themes or
subtopics, not by reporting the work of individual theorists
or researchers.
9. Look at what you have written;
focus on analysis, not description.
Look at the topic sentences of each paragraph. If you were
to read only these sentences, would you nd that your
paper presented a clear position, logically developed, from
beginning to end? If, for example, you nd that each para-
graph begins with a researchers name, it might indicate
that, instead of evaluating and comparing the research
literature from an analytical point of view, you have simply
described what research has been done. Tis is one of the
most common problems with student literature reviews.
So if your paper still does not appear to be dened by a

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central, guiding concept, or if it does not critically analyse
the literature selected, then you should make a new outline
based on what you have said in each section and paragraph
of the paper, and decide whether you need to add informa-
tion, to delete o-topic information, or to re-structure the
paper entirely.
For example, look at the following two passages and note
that Student A is merely describing the literature and
Student B takes a more analytical and evaluative approach,
by comparing and contrasting. You can also see that this
evaluative approach is well signalled by linguistic markers
indicating logical connections (words such as however,
moreover) and phrases such as substantiates the claim
that, which indicate supporting evidence and Student Bs
ability to synthesize knowledge.
Student A:
Smith (2000) concludes that personal privacy in their liv-
ing quarters is the most important factor in nursing home
residents perception of their autonomy. He suggests that
the physical environment in the more public spaces of the
building did not have much impact on their perceptions.
Neither the layout of the building, nor the activities avail-
able seem to make much dierence.
Jones and Johnstone make the claim that the need to
control ones environment is a fundamental need of life
(2001), and suggest that the approach of most institutions,
which is to provide total care, may be as bad as no care at
all. If people have no choices or think that they have none,
they become depressed.
Student B:
After studying residents and sta from two intermediate
care facilities in Calgary, Alberta, Smith (2000) came
to the conclusion that except for the amount of personal
privacy available to residents, the physical environment of
these institutions had minimal if any eect on their per-
ceptions of control (autonomy). However, French (1998)
and Haroon (2000) found that availability of private areas
is not the only aspect of the physical environment that
determines residents autonomy. Haroon interviewed 115
residents from 32 dierent nursing homes known to have
dierent levels of autonomy (2000). It was found that
physical structures, such as standardized furniture, heat-
ing that could not be individually regulated, and no pos-
session of a house key for residents limited their feelings of
independence. Moreover, Hope (2002), who interviewed
225 residents from various nursing homes, substantiates
the claim that characteristics of the institutional environ-
ment such as the extent of resources in the facility, as well
as its location, are features which residents have indicated
as being of great importance to their independence.
Finishing Touches: Revising and
Editing Your Work
Read your work out loud. Tat way you will be better
able to identify where you need punctuation marks to
signal pauses or divisions within sentences, where you
have made grammatical errors, or where your sen-
tences are unclear.
Since the purpose of a literature review is to demon-
strate that the writer is familiar with the important
professional literature on the chosen subject, check to
make certain that you have covered all of the impor-
tant, up-to-date, and pertinent texts. In the sciences
and some of the social sciences it is important that
your literature be quite recent; this is not so important
in the humanities.
Make certain that all of the citations and references
are correct and that you are referencing in the appro-
priate style for your discipline. If you are uncertain
which style to use, ask your professor.
Check to make sure that you have not plagiarized
either by failing to cite a source of information, or by
using words quoted directly from a source. (Usually
if you take three or more words directly from another
source, you should put those words within quotation
marks, and cite the page.)
Text should be written in a clear and concise academic
style; it should not be descriptive in nature or use the
language of everyday speech.
Tere should be no grammatical or spelling errors.
Sentences should ow smoothly and logically.
In a paper in the sciences, or in some of the social sci-
ences, the use of subheadings to organize the review is
recommended.
Additional Relevant Fastfacts
Writing University Essays
Improving Your Writing
Plagiarism and Academic Integrity

4.
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